As I read chapter one, Technology Operations and Concepts, I was reminded of a supporting article titled, Strategies to Put Instruction Ahead of Technology from which the statement, "...teachers must learn how to use the tool to improve teaching and learning in their classrooms. Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use the technology in the classroom, not by the technology itself" (Eric Jones, 2007), really stood out for me.
I can truly relate to this article and all that is emphasized in Chapter 1 because it is at the foundation of what I do as an Instructional Technology Facilitator. Simply put, my job is to help teachers learn how to infuse technology into their lessons and help them understand that technology should not be taught in isolation, but rather integrated into their lessons. It is my responsibility to help them understand that this is what is right and needed for our digital learners of today.
Through these types of readings, I have really become more aware that I am a vital component of a huge daunting plan to make learning more exciting, meaningful and relevant for our students. I used the word daunting, because this is a huge and very difficult task to try and accomplish, especially in my district that has approximately 3,401 teachers and 55,086 students, with an Instructional Technology Department that consists of only 6 people.
Fortunately, I have a strong Technology Leader, i.e. the Director of my department, that understands the difficulty in addressing basic technology operations and concepts primarily due to the every-changing nature of today’s rapidly developed technological innovations. It is this rapid progress that makes it so difficult to try and maintain technology competency especially in a district as large as ours.
Just as the technology leader mentioned in the third Performance Scenario on page 26 of ISTE’s Technology Facilitation and Leadership Standards, my Technology Director (i.e. Leader) does a good job of supporting our staff and district by researching and posting relevant information to his blogs based on what he regularly reads. In turn he constantly encourages others to share and post their own information and feedback. In addition, he also budgets for all facilitators to attend various state and national technology conferences. One of the things he is most known for his the sharing of information and insight on almost any meeting or conference he attends on his own blog sites. As a result many people in and outside of our district are able to benefit from his sharing of information. By doing this it is obvious that he understands that “An investment in appropriate professional development is needed for successful technology integration” (Duffield & Wahl, 2005).
References Duffield, J., & Wahl, L., (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Williamson, J & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education, pp. 1-55.
I can truly relate to this article and all that is emphasized in Chapter 1 because it is at the foundation of what I do as an Instructional Technology Facilitator. Simply put, my job is to help teachers learn how to infuse technology into their lessons and help them understand that technology should not be taught in isolation, but rather integrated into their lessons. It is my responsibility to help them understand that this is what is right and needed for our digital learners of today.
Through these types of readings, I have really become more aware that I am a vital component of a huge daunting plan to make learning more exciting, meaningful and relevant for our students. I used the word daunting, because this is a huge and very difficult task to try and accomplish, especially in my district that has approximately 3,401 teachers and 55,086 students, with an Instructional Technology Department that consists of only 6 people.
Fortunately, I have a strong Technology Leader, i.e. the Director of my department, that understands the difficulty in addressing basic technology operations and concepts primarily due to the every-changing nature of today’s rapidly developed technological innovations. It is this rapid progress that makes it so difficult to try and maintain technology competency especially in a district as large as ours.
Just as the technology leader mentioned in the third Performance Scenario on page 26 of ISTE’s Technology Facilitation and Leadership Standards, my Technology Director (i.e. Leader) does a good job of supporting our staff and district by researching and posting relevant information to his blogs based on what he regularly reads. In turn he constantly encourages others to share and post their own information and feedback. In addition, he also budgets for all facilitators to attend various state and national technology conferences. One of the things he is most known for his the sharing of information and insight on almost any meeting or conference he attends on his own blog sites. As a result many people in and outside of our district are able to benefit from his sharing of information. By doing this it is obvious that he understands that “An investment in appropriate professional development is needed for successful technology integration” (Duffield & Wahl, 2005).
References
Duffield, J., & Wahl, L., (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Williamson, J & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education, pp. 1-55.